WEEK 8
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Australian Professional Teaching Standards: Plan for and implement effective teaching and learning
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National Quality Standard Quality Area 5: Relationships with children
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Learning Outcomes 3: Children become strong in their physical learning and mental wellbeing
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Learning outcome 4;Children transfer and adapt what they have learned from one context to another
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Learning Outcome 5: Children engage with a range of texts and gain meaning from these texts
Goal:
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Gross motor skill development
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Literacy learning - animals and their sounds
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Fundamental skill movement
Physical Development with DANCE " ANIMAL FREEZE DANCE"
The weather felt warmer today, but to ensure the safety of the young children from the cold weather, we made sure they were dressed comfortably and wore jackets to protect them from the chilly air when playing outdoors.
I invited the children to dance together and gave them the choice of which song they wanted to hear. They eagerly responded with "Freeze Dance." However, Miss Lisna wanted to introduce a new song called "Animal Freeze Dance." This song is similar to the previous "Freeze Dance," but with the new song, the children would imitate animal movements through dance.
The children immediately recognized the animals in the song, such as stomping like an elephant or hopping like a kangaroo. They thoroughly enjoyed each movement and the songs played.
In addition to learning different movements, they also learned new words for the names of animals, and it helped develop their imagination expressed through dance. Moreover, this song and dance activity also developed their cognitive thinking. As the children danced, they had to listen closely. When the music stopped, they had to freeze their feet accordingly.
Programming practised
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Australian Professional Teaching Standards: plan for and implement effective teaching and learning
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National Quality Standard Quality Area 1: Educational program and practice
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EYLF Practice assessment for learning
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Educational and Care Services National Regulations 73: Educational Program
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This week, I focused on designing a curriculum for the nursery team based on the children's interests and input from their parents. Through careful observation, I noticed that many children were captivated by art activities, such as drawing and coloring. To nurture their artistic inclinations, I organized a "Creative Artistry" day. During this day, the children had the opportunity to explore various art materials and express their creativity freely. This hands-on approach not only encouraged their artistic development but also boosted their confidence and self-expression.Additionally, parents shared that their children had developed a keen interest in animals. To cater to this curiosity, we integrated animal-themed stories, games, and crafts into our daily activities. Through these engaging experiences, the children not only expanded their knowledge about animals but also developed empathy and an appreciation for the natural world.
By aligning the curriculum with the children's interests and input from parents, we created a vibrant and stimulating learning environment. The week's activities not only fostered the children's passion for art and animals but also promoted their cognitive, social, and emotional growth. Moving forward, I intend to continue incorporating their interests into our curriculum to ensure meaningful and enjoyable learning experiences for all the children in our care.
Kids Balancing stepping colour
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Australian Professional Teaching Standards: Create and maintain supportive and safe learning environments
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National Quality Standard Quality Area 1: Educational program and practice
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National Quality Standard Quality Area 5: Relationships with children
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Learning Outcomes 3: Children become strong in their physical learning and mental wellbeing
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Learning Outcomes 4: Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating •
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Learning Outcome 5: Children engage with a range of texts and gain meaning from these texts
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Goal :
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Gross Motor skills (Balancing and body movement)
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Social skills ( communication and Interaction with peers and teachers)
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Literacy and Numeracy (recognition of COLOR)
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​Today was a delightful day with clear and warm weather. Taking advantage of the beautiful day, I, Lisna, invited the children to participate in a fun activity called "Balancing Stepping Colour." The children's excitement was evident as they eagerly lined up, waiting for their turn to take on the colourful challenge.
The activity was set up with a series of stepping stones arranged in a colourful pattern on the ground. Each stone had a different colour, making it visually appealing and enticing for the young. The game's main objective was to maintain balance while stepping on the stones and traversing through the obstacle course.
The children were drawn to the vibrant colours and were immediately engaged in the activity. They demonstrated remarkable patience, waiting for their turn, and cheered on their peers as they attempted the course. Seeing them supporting and encouraging one another throughout the activity was heartwarming.
As the children took turns, they showcased their physical coordination and balance skills. Some found it easy to navigate through the stepping stones, while others faced minor challenges. However, with each attempt, they grew more confident and determined to improve their performance.
The "Balancing Stepping Colour" activity not only provided an opportunity for the children to enhance their physical abilities but also offered valuable learning experiences. They were able to identify and name different colors as they stepped on each stone. Additionally, the activity promoted problem-solving skills as they adjusted their movements to maintain balance.
Beyond the physical and cognitive benefits, the activity also fostered social interactions and communication among the children. They enthusiastically shared their experiences, celebrated successes, and offered helpful tips to their peers. It was a joy to witness such camaraderie and teamwork among them.
As an educator, I find these experiential activities invaluable in nurturing the children's holistic development. Combining physical exercise, cognitive stimulation, and social engagement creates a well-rounded learning environment. I'm excited to plan more activities that capture the children's interests and provide them with meaningful learning experiences in the future.
Reflection:
The "Balancing Stepping Colour" activity was undeniably a hit among the children, and the positive response from both the children and educators was evident. It was gratifying to witness the children's excitement and engagement as they participated in the activity. The fact that even preschoolers and toddlers were eager to join in outdoors speaks to the age-appropriateness and appeal of the activity.
Building on the success of this experience, I believe incorporating sounds and animal movements would take the activity to another level of fun and learning. By encouraging the children to mimic the sounds and movements of various animals while navigating through the stepping stones, we can introduce an element of dramatic play and creativity. This addition would not only make the activity more enjoyable but also promote language development and imaginative thinking.
The idea of using dice with animal pictures is fantastic! It adds an element of surprise and randomness to the activity, keeping the children curious and engaged. Rolling the dice to determine the animal they need to imitate as they move through the course would create a sense of anticipation and excitement. This can also provide opportunities for group discussions, where children can share interesting facts about the animals they roll on the dice.
Furthermore, integrating the animal theme with the stepping stones can be extended beyond colors. We could have animal footprints or pictures of animals on each stone, creating a more immersive and thematic experience. As the children step on each stone, they can name the animal or make the corresponding sound, reinforcing their learning and memory retention.
Incorporating educational elements into play-based activities is a powerful way to foster holistic development in early childhood. By combining physical movement, imaginative play, cognitive challenges, and social interaction, the "Balancing Stepping Colour" activity with animal sounds and movements would provide a well-rounded learning experience for the children.
As educators, we should always be open to innovative ideas that enhance learning and cater to the children's interests. I am excited about the prospect of continuing this experience with the suggested enhancements, and I believe it will bring even more joy and valuable learning opportunities to the children in our care.
practiced hygiene for early learners:
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PRINCIPLES: Equity and high expectations
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OUTCOME 3:Children are aware of and develop strategies to support their own mental and physical health and personal safety
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OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
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OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
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Curriculum and teaching strategies
Observation and Reflection:
During the morning session, just before lunchtime, I, Miss Lisna, invited the children to wash their hands. It was heartening to see that some children were already confident and well-aware of the handwashing process for hygienic purposes. They eagerly approached the sink, turned on the tap, and took the soap without any hesitation, showcasing their growing self-help skills.
As an educator, it was evident that the children were taking increasing responsibility for their health and physical well-being, as outlined in the Early Years Learning Framework (EYLF - 3.2). The ability to independently initiate and carry out the handwashing routine shows their developing sense of responsibility for their own hygiene, which is a crucial aspect of their overall well-being.
Throughout this handwashing experience, the children displayed their emerging independence and sense of agency (EYLF - 4.2). They took the lead in their learning, confidently engaging in the process without constant guidance or assistance. Their eagerness to participate and their ability to complete the task with minimal support demonstrated their growing confidence and capability.
As the children washed their hands, they used simple vocabulary and expressions to communicate with me, expressing their ideas and feelings. The atmosphere was filled with smiles and giggles, reflecting their enjoyment and engagement in the activity. This positive interaction not only enhanced their language development but also fostered a sense of comfort and trust within our learning environment.
The handwashing experience also provided opportunities for problem-solving. Some children encountered minor challenges, such as reaching the soap or adjusting the water temperature. However, I observed that they independently attempted to find solutions to these obstacles, showcasing their problem-solving skills. As an educator, it's fulfilling to witness the children's ability to navigate and overcome challenges with a sense of determination and resilience.